Toward a Typology of Implementation Challenges Facing English-Medium Instruction in Higher Education: Evidence From Japan

Annette Bradford,

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

Higher education is becoming increasingly internationalized, and the use of English as a medium of instruction for academic content has become commonplace in countries where English is not the native language. However, concerns are growing that the trend toward English-medium instruction (EMI) has accelerated without sufficient thought to the challenges of the implementation processes. This article discusses the challenges facing higher education institutions adopting EMI and proposes a typology for understanding them. Drawing on previously unpublished data from a study of universities in Japan, a context in which EMI is rapidly expanding, the article reconceptualizes prior understandings and identifies four categories of challenges: linguistic, cultural, administrative and managerial, and institutional. The categories are dynamic and context dependent, with institutional challenges playing a particularly prominent role in Japan. The proposed typology is offered as a conceptual framework for policy makers and program implementers designing effective implementation strategies for EMI.

Original languageEnglish
Pages (from-to)339-356
Number of pages18
JournalJournal of Studies in International Education
Volume20
Issue number4
DOIs
Publication statusPublished - 1 Sep 2016

Keywords

  • English-medium instruction
  • Japan
  • internationalization of higher education
  • internationalization of teaching
  • learning and research
  • program implementation

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